1. Empowering practitioners through reflection: the key to successful professional development Associate Professor Jenny Sim Programme Director Medical Imaging School of Medical Sciences

2. Reflection? Research study: Reflection through the voices of MRTs Principles of successful CPD: Structured reflective process Kirkpatrick Evaluation model Holistic CPD model CPD and Research

3. Conscientious and rational thought process Intentional, goal focussed Link between different learning experiences Make sense of our learning and experiences in the workplace Identify our strengths and weaknesses Improve our clinical practice Sugerman, D. A., Doherty, K. L., Garvey, D. E., & Gass, M. A. (2000). Reflective Learning: Theory and Practice. Iowa: Kendall/Hunt Publishing. National Rural and Remote Support Service (2014). Reflective Practice. Retrieved from: http://www.sarrahtraining.com.au/site/index.cfm?display=143715http://www.sarrahtraining.com.au/site/index.cfm?display=143715

4. key skill, basis effective healthcare practitioner (National Rural and Remote Support Service, 2014; Young, 2002) Young, M. (2002). Using reflective practice in the podiatry curriculum. In S. Tate & M. Sills (Eds.), The development of critical reflection in the health professions (pp. 18-23). Bristol, United Kingdom: University of Luton National Rural and Remote Support Service (2014). Reflective Practice. Retrieved from: http://www.sarrahtraining.com.au/site/index.cfm?display=143715.http://www.sarrahtraining.com.au/site/index.cfm?display=143715 “Engaging in reflective practice will help you grow as a clinician and develop your clinical reason.” National Rural and Remote Support Service, 2014. Reflective Practice, p.1

5. Reflective processCriteria Returning to experienceDescription of experience & events Boud, D., Keogh, R., & Walker, D. (1985). Promoting Reflection in Learning: a Model. In D. Boud, R. Keogh & D. Walker (Eds.), Reflection: Turning Experience into Learning (pp. 18-40). London: Kogan Page.

6. Reflective processCriteria Returning to experienceDescription of experience & events Attending to feelings Positive feelings Negative feelings Being aware of one’s feeling advance learning Impede learning Boud, D., Keogh, R., & Walker, D. (1985). Promoting Reflection in Learning: a Model. In D. Boud, R. Keogh & D. Walker (Eds.), Reflection: Turning Experience into Learning (pp. 18-40). London: Kogan Page.

7. Reflective processCriteria Returning to experienceDescription of experience & events Attending to feelings Positive feelings Negative feelings Being aware of one’s feeling advance learning Impede learning Association Relating of new data to pre-existing knowledge, feelings or attitudes Consideration of multiple perspectives Boud, D., Keogh, R., & Walker, D. (1985). Promoting Reflection in Learning: a Model. In D. Boud, R. Keogh & D. Walker (Eds.), Reflection: Turning Experience into Learning (pp. 18-40). London: Kogan Page.

8. Reflective processCriteria Returning to experienceDescription of experience & events Attending to feelings Positive feelings Negative feelings Being aware of one’s feeling advance learning Impede learning Association Relating of new data to pre-existing knowledge, feelings or attitudes Consideration of multiple perspectives IntegrationSynthesising old & new knowledge to establish new insights Boud, D., Keogh, R., & Walker, D. (1985). Promoting Reflection in Learning: a Model. In D. Boud, R. Keogh & D. Walker (Eds.), Reflection: Turning Experience into Learning (pp. 18-40). London: Kogan Page.

9. Reflective processCriteria Returning to experienceDescription of experience & events Attending to feelings Positive feelings Negative feelings Being aware of one’s feeling advance learning Impede learning Association Relating of new data to pre-existing knowledge, feelings or attitudes Consideration of multiple perspectives IntegrationSynthesising old & new knowledge to establish new insights ValidationTesting & verifying the proposed synthesis for consistency AppropriationInternalising knowledge into one’s own Boud, D., Keogh, R., & Walker, D. (1985). Promoting Reflection in Learning: a Model. In D. Boud, R. Keogh & D. Walker (Eds.), Reflection: Turning Experience into Learning (pp. 18-40). London: Kogan Page.

10. Reflective processCriteria Returning to experienceDescription of experience & events Attending to feelings Positive feelings Negative feelings Being aware of one’s feeling advance learning Impede learning Association Relating of new data to pre-existing knowledge, feelings or attitudes Consideration of multiple perspectives IntegrationSynthesising old & new knowledge to establish new insights ValidationTesting & verifying the proposed synthesis for consistency AppropriationInternalising knowledge into one’s own Outcomes of reflection Action Affective Perspectives New way of doing things, development of new skills, commitment to action, readiness for application Changes in emotional state, attitudes Transformation in perspectives, changes in values Boud, D., Keogh, R., & Walker, D. (1985). Promoting Reflection in Learning: a Model. In D. Boud, R. Keogh & D. Walker (Eds.), Reflection: Turning Experience into Learning (pp. 18-40). London: Kogan Page.

11. . Sim, J. (2006). Continuing professional development in Medical Radiation Science: journey towards reflective practice in cyberspace. Retrieved from: http://researchbank.rmit.edu.au/view/rmit:6199http://researchbank.rmit.edu.au/view/rmit:6199 Developing reflective practice online

12. I have noticed a change in Participant 10’s enthusiasm, towards RT planning. She is keen to learn, almost demands to learn new methods. This contrasts the way she was previously used to be a bit more apprehensive when challenged. Radiation Therapy In-charge [Commenting on Participant 10: 2 nd Pilot] Distinct behavioural change new old

13. Positive impact on junior staff & students Participant 10 is a good role model in the workplace. Her positive attitude and willingness to learn of late has had a positive impact. Especially on the more junior staff and students. Radiation Therapy In-charge https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQLXE_OiKb5OPpPjMjeTDfWKh0HrdDE61Tya4FeWuzaN7YyLu4HnQ

14. Shared her learning at the workplace Shared literature Shared her learning Stimulated discussions Action: ongoing proposal My proposal EBP My responsibility to advance practice Perspective transformation Input please? My ideas Reflected on her approaches towards information seeking

15. I feel that I am actually quite a different person now in the way I look at my role in our dept and what I want to do and to get involved in. Before doing this course I was quite content to let the younger ones in the dept investigate all the new equipment and technologies, but now I want to be more involved and better informed. So I feel I have benefited enormously from this. 2 nd Pilot: Participant 11 [Learning portfolio: 24 th November 2004] Transformation

16. I feel that I am actually quite a different person now in the way I look at my role in our dept and what I want to do and to get involved in. Before doing this course I was quite content to let the younger ones in the dept investigate all the new equipment and technologies, but now I want to be more involved and better informed. So I feel I have benefited enormously from this. I only hope that I can keep the enthusiasm and the momentum going. [My senior] is helping this, having booked me to give a presentation on my topic in January. 2 nd Pilot: Participant 11 [Learning portfolio: 24 th November 2004] Workplace support Transformation

17. Reflection model: Reflect at deeper level

18. LevelDetails 1: ReactionAffective aspects 2: LearningType and extent of learning 3: Application Changes as a result of learning Behaviour Attitude Perspective 4: ResultImpact on workplace 5: Return on investment Guskey, T. R. (2000). Evaluating Professional Development. Thousand Oaks, California: Corwin Press. Kirkpatrick, D. L. (1998). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler Publishers.

19. I feel that I am actually quite a different person now in the way I look at my role in our dept and what I want to do and to get involved in. Before doing this course I was quite content to let the younger ones in the dept investigate all the new equipment and technologies, but now I want to be more involved and better informed. So I feel I have benefited enormously from this. I only hope that I can keep the enthusiasm and the momentum going. [My senior] is helping this, having booked me to give a presentation on my topic in January. 2 nd Pilot: Participant 11 [Learning portfolio: 24 th November 2004] Workplace support Transformation

20. Identify factors that contribute to success of FMC CPD program Develop holistic CPD model for use across professional settings Approved by: RMIT HREC Ethics: ASETAPP 11-09SIM Flinders Clinical Research Ethics Committee https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQ1Qb5KKKq0nnFnu4CG640y1bZeM1TrHe_c391k4SQLVvS9Hsth

21. Identify factors that contribute to success of FMC CPD program ? ? ? http://blog.ubiq.co/wp-content/uploads/2013/12/ranking.jpg

22. RMIT University© leadership staff program design resources Top four success factors

23. RMIT University© Medical Radiations RMIT University © 2010

24. RMIT University©

30. Reflecting on your practice Adopting EBP Conference presentation Journal publicationHDR research Validating the research of others Research is a continuum

31. http://growthchampions.org/wp-content/uploads/2012/03/future-challenges-940x265.jpg Where am I? “I am only one, but still I am one. I cannot do everything, but still I can do something; and because I cannot do everything, I will not refuse to do something I can do." Edward Everett Hale